A1 Journal article (refereed)
Understanding teaching professionals' digital competence : What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? (2021)


Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals' digital competence : What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge?. Computers in Human Behavior, 117, Article 106672. https://doi.org/10.1016/j.chb.2020.106672


JYU authors or editors


Publication details

All authors or editorsHämäläinen, Raija; Nissinen, Kari; Mannonen, Joonas; Lämsä, Joni; Leino, Kaisa; Taajamo, Matti

Journal or seriesComputers in Human Behavior

ISSN0747-5632

eISSN1873-7692

Publication year2021

Volume117

Article number106672

PublisherElsevier

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.chb.2020.106672

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/74497


Abstract

In an ever-evolving technological landscape that challenges teaching professionals' digital competence, this study complements previous studies by providing an overall picture of teaching professionals' digital competence. We employed regression models on two large-scale assessment data sets on teachers from 11 countries—namely, the Teaching and Learning International Survey (TALIS; n = 50,800) and the Programme for the International Assessment of Adult Competencies (PIAAC; n = 2590)—to investigate through the theoretical lens of digital competence how teaching professionals' skills, attitudes and knowledge distribute and relate, and how they are associated with personal and contextual factors. Our results found notable variation in teaching professionals' skills and knowledge but less variety in attitudes. The respondents generally recognised the importance of digital technologies in teaching regardless of their background. Older professionals often showed weak skills, but they also recognised the need for professional development in using digital technologies. An important result of this study is a better understanding of digital competence from the teaching professional's perspective. Our findings contribute to further developing theories and practices related to teaching professionals' skills, attitudes and knowledge.


Keywordsteachersdigitalisationprofessional developmentcompetenceskillsattitudes

Free keywordsdigital transformation; knowledge; skills; attitudes; teaching professionals; large-scale studies; digital competence


Contributing organizations


Related projects


Ministry reportingYes

Reporting Year2021

JUFO rating2


Last updated on 2024-22-04 at 19:17